Summary
We define “connected knowing” as linking knowledge to the political dimensions of public life. One way this can occur is through the involvement of students and community members in the design, implementation, and reflection on the impact of a service-learning course. We hold to the theory that academics must take the lead in generating and making this knowledge accessible without losing theoretical rigor in order to impact the public and public policy (Giroux, 2012). We agree with the need to name the threats to democracy that pervade everyday life by way of corporate domination, neo‐liberal policies, imperialism, and rising militarism (West, 2004). We believe, too, that the role of education is to develop a conscience of freedom and to connect knowing to the larger concerns of justice and democracy (Freire, 1970). Toward that end, a critical pedagogy is a vital feature to encourage decisive and thoughtful social action.
The presentation objectives are as follows:
To inspire others to consider an inter‐campus, inter‐disciplinary model for engaged teaching and learning;
To illustrate the benefits of higher education learning that breaks free of its traditional modes of instruction;
To offer evidence that student collaboration efforts have lasting community impact.
Exploring the different traditions that drive public policy, governance, and citizen engagement, students also consider the local history, influences, power structures, and discourse norms of the community in which they are involved. We report on the results of this innovative learning experience by highlighting the transformative moments and subsequent involvement of students in the community. We suggest that the complexity of today’s social problems requires a deep involvement with community members and issues in order to shape our future in ways that respond adequately to the needs of all.
The rising market demands and influence on higher education are no doubt prompting an increasing number of faculty to retreat from the political calling to engage with serious social issues. Our presentation makes the argument that the space still exists, if we are willing to seize it, to reclaim the profound mission of higher education to connect our knowledge in order to solve the pressing problems of the day.
References Freire, P. (2000). Pedagogy of the oppressed, (30th anniversary ed.). New York: Continuum Books.
Giroux, H. A. (2012). Education and the crisis of public values: Challenging the assault on teachers, students, and public education. New York: Peter Lang.
Sandel, M. J. (2009). Justice: What’s the right thing to do? New York: Farrar, Straus and Giroux.
West, C. (2004). Democracy matters: Winning the fight against imperialism. New York: Penguin Group. To access materials from this session please click on the file link(s) below:
Spoma Jovanovic, Associate Professor, University of North Carolina at Greensboro [spomajovanovic@uncg.edu]
Hollyce (Sherry) Giles, Associate Professor, Guilford College [gileshc@guilford.edu]
Keywords: Conscience of freedom, inter-disciplinary, engaged learning, community impact, citizen engagement
Conference track: Higher education student outcomes
Format: Team inquiry presentation
Summary
We define “connected knowing” as linking knowledge to the political dimensions of public life. One way this can occur is through the involvement of students and community members in the design, implementation, and reflection on the impact of a service-learning course. We hold to the theory that academics must take the lead in generating and making this knowledge accessible without losing theoretical rigor in order to impact the public and public policy (Giroux, 2012). We agree with the need to name the threats to democracy that pervade everyday life by way of corporate domination, neo‐liberal policies, imperialism, and rising militarism (West, 2004). We believe, too, that the role of education is to develop a conscience of freedom and to connect knowing to the larger concerns of justice and democracy (Freire, 1970). Toward that end, a critical pedagogy is a vital feature to encourage decisive and thoughtful social action.
The presentation objectives are as follows:
Exploring the different traditions that drive public policy, governance, and citizen engagement, students also consider the local history, influences, power structures, and discourse norms of the community in which they are involved. We report on the results of this innovative learning experience by highlighting the transformative moments and subsequent involvement of students in the community. We suggest that the complexity of today’s social problems requires a deep involvement with community members and issues in order to shape our future in ways that respond adequately to the needs of all.
The rising market demands and influence on higher education are no doubt prompting an increasing number of faculty to retreat from the political calling to engage with serious social issues. Our presentation makes the argument that the space still exists, if we are willing to seize it, to reclaim the profound mission of higher education to connect our knowledge in order to solve the pressing problems of the day.
References
Freire, P. (2000). Pedagogy of the oppressed, (30th anniversary ed.). New York: Continuum Books.
Giroux, H. A. (2012). Education and the crisis of public values: Challenging the assault on teachers, students, and public education. New York: Peter Lang.
Sandel, M. J. (2009). Justice: What’s the right thing to do? New York: Farrar, Straus and Giroux.
West, C. (2004). Democracy matters: Winning the fight against imperialism. New York: Penguin Group.
To access materials from this session please click on the file link(s) below: